The class has become over the years fairly large, running to three hundred or more, but I always insist upon reading all the student folklore collections myself. Although this is a tall order, I look forward to it because I learn so much from it.

My academic identity is that of a folklorist, and for many years I have taught only folklore courses.

If a student takes the whole series of my folklore courses including the graduate seminars, he or she should learn something about fieldwork, something about bibliography, something about how to carry out library research, and something about how to publish that research.

I have a great advantage over many of my colleagues inasmuch as my students bring with them to class their own personal knowledge of national, regional, religious, ethnic, occupational, and family folklore traditions.

There is more to folklore research than fieldwork. This is why in all of my other upper-division courses I require a term paper involving original research.

In my introductory course, Anthropology 160, the Forms of Folklore, I try to show the students what the major and minor genres of folklore are, and how they can be analyzed.